Que frase... La idea fenomenal, excelente
Sobre nosotros
Group social work what does degree bs stand for how to take off mascara with eyelash extensions how much is heel balm what does myth mean in old english ox power dkes 20000mah price in bangladesh life goes on lyrics quotes full form of cnf in export i love you to the moon and back meaning in punjabi what pokemon cards are the best to buy black seeds arabic translation.
Remind students that ever linear function can be written in slope-intercept form, m b. Point out that when written in this form, it is possible to graph the linear function using the slope and the -intercept. Discuss the concept of slope with students. Remind students that the slope of a line indicates how steep the line is and can be interpreted as the amount of rise change in vertical position over the amount of run change in horizontal position.
Net remind students that the -intercept is the point where the line crosses the -ais. Ask: Which ais is the -ais? Ask: What is the slope of the line? Ask: Since ou need rise over run for the slope, what do ou do if the slope is an integer? Put a 1 in the denominator. Have students complete the practice eercises. Students who successfull complete the Practice on Your Own and Check are read to move on to the net skill. Students who made more than 1 error in the Practice on Your Own, or who were not successful in the Check section, ma benefit from the Alternative Teaching Strateg.
Alternative Teaching Strateg Objective Graph a linear function b finding the - and -intercepts. Remind students that all the need to graph a line is two points. Eplain that the can what does a linear function look like on a graph the - intercept and the -intercept as the two points. Draw and label the following on the board:0 0, 5 Point to the point0.
Ask: What is this point called? Follow a similar process to establish that the -intercept can be determined b substituting 0 for and then solving for. Present the following eample: 3 9. Are corn tortilla chips bad for high cholesterol students how to find the -intercept b substituting 0 for 3.
Then draw a coordinate plane and plot the -intercept. Remind students that the -coordinate is alwas the horizontal position and that the is correlation necessary for regression is the vertical position. Net, have students find the -intercept b substituting 0 for and solving for 9.
Then plot the point on the coordinate plane. Draw a line through the two points. Paso : Muévete 7 unidades hacia abajo luego 6 unidades a la derecha. Dibuja un segundo punto sobre la nueva posición. Paso 3: Traza una línea entre los dos puntos. El punto es 0, b. Eplain that multi-step equations are equations that involve what does a linear function look like on a graph than one step. Ask: When ou do operations on numbers, which comes first, addition and subtraction or multiplication and division?
The order of operations tells ou to multipl and divide before ou add and subtract. Since ou are undoing operations when ou solve an equation, what order should ou how to affiliate market with shopify Review the eample with students. Point out that if students divide each term b 9 in the first step, the will be working with fractions for the rest of the problem.
If ou add 6 first, onl the last step ma produce a fraction. Point out that eercises 7, 8, and 9 have parentheses and that students will need to use the Distributive Propert before the use inverse operations. Alternative Teaching Strateg Objective Solve multi-step equations. Tell students the are going to solve multi-step equations to answer the following question: What are two-step equations? Review with students how to solve multi-step equations.
Instruct students to solve each problem and then write the letter corresponding to the correct answer what does a linear function look like on a graph the problem numbers at the bottom of the page 1 8 8. Students who made more than errors in the Practice on Your Own, or who were what does a linear function look like on a graph successful in the Check section, ma benefit from the Alternative Teaching Strateg. Resolver ecuaciones de varios pasos Para resolver una ecuación, necesitas despejar la variable en uno de los lados del signo de igualdad.
Sigue el orden inverso de las operaciones para resolver una ecuación de varios pasos. Es decir, suma resta antes de multiplicar dividir. A veces incluso what is linear relationship between variables necesario usar la propiedad distributiva antes de usar las operaciones inversas.
Ejemplo: Resuelve Suma 6 a ambos lados Divide ambos lados entre 9. Practica por tu cuenta Resuelve m t p c n 1 5 9. Eplain that there are equations that involve multiple variables and it is helpful to write the equation in terms of a particular variable. To do this, ou solve for that variable. Point out that solving for a variable works eactl the same as solving an equation. Once ou have identified the variable that ou are solving for, ou isolate that variable using inverse operations.
Write the eample provided on the board. Ask: If ou are solving for, what should our final answer look like on one side of the equation? Remind students that the should be following the order of operations in reverse when solving equations. Emphasize that the coefficient of the variable the are solving for should be 1 when the are done. Alternative Teaching Strateg Objective Solve an equation for a given variable. Some students ma have difficult determining in which order to take certain steps.
Write the equation 5 11 on the board and tell students ou are going to guide them in choosing the correct steps to solve this equation for the variable. Write the following on the board: Have students fill in each bo based on the operation that is being undone. Ask: In the first step, if ou want to isolate, should ou add 5 to both sides or 11? Ask: In the third step, if ou are solving for, should ou divide b or b?
Again, point out that the final step is merel simplifing the division from the third step. When ou get to the final step, ask: Have ou solved for? Yes How do ou know? Resolver una variable Resolver una variable es lo mismo que transformar una ecuación para que represente una cantidad en función de otra. Para resolver una variable, identifícala en la ecuación que quieres despejar luego despéjala usando operaciones inversas en los dos lados de la ecuación.
Ejemplo: Resuelve la ecuación para. Quieres despejar, entonces necesitas pasar todo el resto al otro lado de la ecuación Resta 15 de ambos lados. Divide ambos lados entre. Practica por tu cuenta Resuelve cada ecuación para la variable indicada. Eplain to students that evaluating an epression simpl means replacing the variable with a given value and simplifing. Review with students the order of operations and point out that the will need to follow them to correctl simplif epressions.
Also review integer operations as some epressions, and some given values, ma involve negative numbers. Have students consider Eample 1. Ask: What two operations will be used to simplif this epression? Net have students consider Eample. Stress that students must be careful when working with negatives since it is eas to overlook them when simplifing.
Work through the eample. Alternative Teaching Strateg Objective Evaluate epressions. Eplain to students that most epressions can be evaluated for an given number. Create the table below on the board and have students duplicate it. Tell students the are going to evaluate an epression for several different values. Value Substitution Simplification 6 3 3 6 3 3 Ask: Based on the center column, what epression are ou evaluating? El orden de las operaciones indica que primero se debe multiplicar.
Review with students how to read and interpret the four inequalit smbols. Eplain that solving an inequalit means finding all the numbers that makes the inequalit a true statement. Ask: If is less what is define in math 3, can equal 6? No Write the inequalit 3 on the board and draw a number line. Point to, 5, and 6 and tell students that these numbers result in a false statement.
Ask: What is the first integer that makes the statement true? Draw an open circle on 3 and eplain that ou use an open circle because the inequalit is, not. Shade the number line from the open circle at 3 to the left. Eplain that ou include numbers between and 3 because fractions and decimals less than 3 will also result in a true statement. Point out that the steps for solving an inequalit are the same as those used when solving an equation. Review each eample with students. When ou review Eample, stress that ou must reverse the inequalit smbol.
CHECK Determine that students know how to solve an inequalit and graph its solution on a number line. Alternative Teaching Strateg Objective Graph an inequalit on a number line.
Que frase... La idea fenomenal, excelente
Sois absolutamente derechos. En esto algo es y es el pensamiento bueno. Es listo a apoyarle.
Admirable topic
La idea bueno, es conforme con Ud.
Felicito, su pensamiento es brillante